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teacher Efficacy and Affective well-being in Hong Kong:An Examination of Their Relationships and Individual Differences

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ECNU Review of Education 2018年第2期1卷 102-126页

作者： Shenghua Huang Hongbiao Yin Department of Curriculum and Instruction in the Chinese University of Hong Kong

Purpose-The aim of this study is to explore the relationships between dimensions of teacher efficacy and affective well-being while focusing on the roles of demographic characteristics(gender,grade level,educational background,and seniority).Design/Approach/Methods-1,115 primary and 541 secondary school teachers in Hong Kong participated in the questionnaire survey.A series of t-tests,ANOVA,correlation analysis,and hierarchical multiple regressions were ***-The younger teachers reported lower scores for well-being and efficacy than their senior counterparts,and the female and primary school teachers reported significantly higher levels of teacher efficacy for student engagement than their respective *** the dimensions of affective well-being,pleasant affect was more closely related to teacher efficacy than negative affect,and the activated pleasant dimension of enthusiasm had the strongest *** the three dimensions of teacher efficacy,efficacy for student engagement was most strongly associated with affective ***/Value-The study revealed that teachers’affective well-being is not only important in itself,but also contributes to classroom *** enthusiasm and passion possessed and maintained by teachers could play important roles in enhancing their ***,maintaining a good affective well-being status and even a modest level of anxiety contributes to their efficacy for student engagement,a dimension on which teachers reported the least *** were put forward on how to improve teacher efficacy and well-being.

关键词： teacher well-being teacher efficacy individual differences Hong Kong

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Exploring University ESL/EFL teachers' Emotional well-being and Emotional Regulation in the United States, Japan and Austria

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Chinese Journal of Applied Linguistics 2018年第4期41卷 410-432,551页

作者： Kyle TALBOT Sarah MERCER University of Graz Austria

teacher well-being has been shown to play a central role in the quality of teaching and student achievement(Day & Gu, 2009;Klusmann, Kunter, Trautwein, Lüdtke, & Baumert, 2008). However,the teaching profession is currently in crisis as it faces record rates of burnout and attrition(Borman & Dowling, 2008;Hong, 2010;Lovewell, 2012), including stressors specific to the changing nature of foreign language teaching(Hiver & Dornyei, 2015;Wieczorek, 2016) and to higher education(Kinman & Wray, 2013). This study seeks to understand how language teachers perceive of and experience their emotional well-being and what strategies they employ to manage it. Through a series of 12 in-depth, semi-structured interviews with ESL/EFL tertiary-level teachers in the United States, Japan and Austria, we explore a range of contexts examining how participants perceive of factors that add to or detract from their emotional well-being, the challenges and joys these teachers face in their professional and personal lives, and the most salient emotional regulation strategies that they employ to manage their emotions.

关键词： language teacher psychology teacher well-being emotional well-being emotional regulation English language teaching and learning ESL EFL higher education teacher education

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